ENGAGE
Before Day of Lesson:
1. Power Point: What Makes a Good
Model?
Anticipated
Student
Responses,
Questions and
Errors:
Teacher
Response to
Students and
Teacher
Intervention
Activities or
Strategies
1. Features of Good
Diagrammatic
Models:
Clear labels
Pictures
Diagrams
Arrows
Directionality
Size
Insets
Titles
Sci.vocabulary
Color
Progressionnumbered steps
Different views
(cross-section,
longitudinal, aerial,
etc)
Bullet points
Paragraph Captions
1. If Ss do not
understand crosssectional and
longitudinal cuts, T
can use a straw,
paper towel tube,
cucumber to demo
these cuts.
EXPLORE
Making Detailed Observations:
1. Teacher distributes a long nondyed stalk of celery and a long
dyed celery (with leaves) to each
group.
Focus question: What do you think
happened to cause the color change in
the celery?
2. T says to Ss: In order to find out,
you will make as many kinds of
observations as you can. For
example, you can make a crosssectional cut to examine the
inside. How else can you make
observations?
3. Ss use the Observation Guide to
record their observations.
EXPLAIN
A. Student Explanation
1. T reviews with students the
features that make a good model.
2. Modified Model: Sts will revisit
their initial model to make
revisions. Focus Question:Now
2. If Ss ask what
the red dots are,
teacher can have
Ss pull out the
fibers as long as
they can, so that
the fibers look like
stripes. This
helps students
understand the
connection
between the dots
and fibers and that
water travels
through these
structures.)
2. Use teachable
moments during
the lab to teach Ss
the names of the
various parts:
xylem, phloem,
etc.
A2. If Ss tend to
spend an excessive
amount of time
drawing, one
solution is to have
them do the written
explanation first,
then the
diagrammatic part
of their model.
1. Possible S
predictions:
No ridges like in
celery. The plant
would be plain,
smooth and flat,
irregularly shaped.
2. Hopefully Ss
will notice that
mosses and
liverworts are
much smaller and
have no clear
roots, stems,
leaves.
2. Provide lenses
or microscopes for
Ss to make
observations.
EXPLAIN
1. Student Explanation
Students share their responses to question
What would plants look like if they had
no xylem or phloem?
2. Teacher Explanation
Power Point: Vascular and Nonvascular
Plants
3. Final Model:
T to Ss: Now go back and look at your
model. Does your model explain how
water and nutrients are transported
through ALL types of plants, including
mosses and liverworts? If not, modify
your model so that it includes these
nonvascular plants.
Students will work in pairs to create their
final models on 11x17 poster paper.
Teacher will provide a checklist for Ss to
use as they create their models.
EVALUATE
1. Peer Evaluation of Final Model
PostersStudents post final posters around the
room and use the criteria checklist to
assess peer models.
The Criteria Checklist includes:
a. Vocabulary: xylem, phloem,
transport, water, minerals, food,